LB 3225 

.ri7 

Copy 1 





Class., LB z^^P^^ 
Book JAX . 







DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1922. No. 16 



THE 

DISTRICT OWNED OR CONTROLLED 

TEACHER'S HOME 



J. C. MUERMAN 

SpecUliti in Ruml Edacation, Boieau of Education 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1922 



DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1922, No. 16 



THE 

DISTRICT OWNED OR CONTROLLED 

TEACHER'S HOME 



J. C. MUERMAN 

Specialist in Rural Education, Bureau of Education 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1922 



.Ml 



ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PEOCURED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVERNMENT PRINTING OFFICE 

WASHINGTON, D. C. 

AT 

10 CENTS PER COPY 



LIBf^RY OF CONQRE88 

„ i,... -T i. ■■i- ^ »^ "fj ~.'«j a ^iijasaiii^>»tgBsaapaisaka 



CONTENTS 



Page. 

Introduction 1 

Chapter I. — Development and present status of the movement 2 

Chapter II. — Advantages and disadvantages 4 

Chapter III. — State laws relating to teachers' homes 6 

Chapter IV. — Teachers' homes and their equipment 9 

Abandoned school buildings as teachers' homes 11 

Position of home on school grounds 12 

Equipment 13 

Chapter V. — Different plans and their operation 13 

Handley Schools, Wincliester, Va 14 

Report from Delaware City, Del 15 

Teachers' homes and the consolidated school 15 

The matron 17 

A social center for the district 17 

Chapter VI. — Summary and conclusions 18 

III 



THE DISTRICT OWNED OR CONTROLLED TEACHER'S HOME. 



INTRODUCTION. 



Various names, such as teacher's home, manse, teacherage, attic apartment, 
" lean-to," and dominage, are applied to the district-owned buildings or to rooms 
in the schoolhouse that provide living quarters for teachers. 

These various titles convey no differences in meaning. All serve the same 
general purpose, to describe fittingly a comfortable residence for the teacher, 
where with quietness and independence he may best serve the school and the 
community. In this bulletin " home " will be used rather than "teacherage." 
The teacher's home stands in almost the same relation to the school that the 
parsonage or manse does to the church. 

To consider the teacher's home us part of the school plant is an outgrowth of 
the almost universal demand for better living conditions for teachers, especially 
for those who teach in the rural districts. The drift of population from the 
rural to the urban centers and the remarkable increase in the number of 
foreign tenant farmers have closed many good American homes to the teacher in 
the rural communities. In the small towns, on account of the limited number of 
houses for rent, it is not unusual for two or three families to occupy one house 
which in normal times would be considered too small for a single family. 
Teachers frequently find after careful inquiry that no rooms are available for 
them in the entire district except in the village hotel. School boards, in order 
to retain their best teacliers, have rented furnished dwelling houses and have 
either given them to the teachers rent free, or charged a nominal monthly 
rental. Where the homes have been given rent free, it was considered a good 
investment, for the district received in return the services of a contented, happy 
corps of teachers, which even an advance in salary does not always make 
possible. 

In the study of the teachers' homes presented in this bulletin, an attempt was 
made to secure accurate information from each State and county. 

The comments made by the State 'superintendents and county superintendents 
have been interesting, instructive, and valuable. 

It is impossible to give all of these in full, but the ideas they contain have 
been incorporated in the summary and findings of the bulletin. 

The aim of the bulletin is to give the present status of the difficult problem 
of providing a comfortable home for the teacher and what is being done in the 
different States toward its successful solution ; how the county superintendent 
or school trustees have met this situation ; and what may be done to better our 
schools by offering homelike conditions for our teachers. 



Chapter 1. 

DEVELOPMENT AND PRESENT STATUS OF THE MOVEMENT. 

Just where the first teacher's home was established and when it was built are 
facts of not so vital importance as are the growth and development of the 
movement and the purpose it serves. 

In the New England States the academies of the early days usually provided 
dormitories for the pupils. In these dormitories rooms were frequently set 
apart for members of the faculty who had supervision over the students who 
lived in the dormitories. Several of these academies have been purchased by 
the school committees for use as public-school buildings, and with this purchase 
a home is provided for the teacher. 

In the year 1894 rural school district No. 1, in Hall County, Nebr., built a 
teachers' home at a cost to the district of $1,000. This is perhaps the first 
one built by a school district for this purpose. It is a frame structure 22 by 28 
feet and has seven living rooms, two halls, a screened porch, and a cellar. 
Although Nebraska may be the pioneer State in providing homes for teachers, 
the idea evidently has not had a very rapid growth in that State, as the number 
of its homes reported to this date is but 29. 

The first teachers' home in the State of Colorado^ was a five-room cottage 
built in 1898 in Pueblo County for the Pinon School, which at that time was a 
one-teacher school. 

The State of Texas, although no specific authority is provided in the State 
school law for school districts to own a teacher's home, takes the lead in the 
number of teachers' cottages. The State superintendent reports 567 teachers' 
homes in the State, which is by far the greatest number found in any of the 
State reports. Of this number, 478 are in the rural districts for the white 
teachers and 88 for the colored; in the independent districts 44 homes are 
provided for the whites and 5 for the colored. In the counties along the border, 
where there is a large floating Mexican population, the teacher's home is a 
necessity. Without it many districts would be unable to open their schools. 
The city of McAllen, in Hidalgo County, has one of the finest teachers' homes 
in the State. It is called the "Faculty Club." 

The first teacher's home in the State of Washington was built in 1905. In 
a bulletin'' (1915), issued by the State department, the superintendent of 
public instruction is proud of the fact that they have 108 homes in the State 
of Washington. In 1919 the number had increased to 219, and the 25th 
annual report, for the biennium ending June, 1920, placed the number at 221. 
The State superintendent also states in this annual report that — 

The value of the teacher's cottage in solving a serious community problem 
can not be estimated. The proper and adequate housing of teachers is abso- 
lutely necessary in securing efficiency in our public-school system, especially in 
rural communities. 

1 Sargent, C. G. Consolidated Schools of the Mountains, Valleys, and Plains of Colo- 
rado. 

» Bulletin 27, 1915. Teachers' Cottages in Washington. 
2 



THE DISTRICT OWNED TEACHER 's HOME. 3 

The responses to the qiiestiouiiaires sent to the county superintendents of 
the State by the United States Bureau of Education gave 209 homes in the 
counties of Washington, with five counties not reporting. These five counties 
by a former report to the State superintendent liad over 30 homes. Tlie number 
of homes now in the State is approximately 330. 

The first teacher's cottage in Washington was built in Walla Walla County 
in 1905. The story of the conditions that brought about the building of the 
first cottage is very interestingly told by the county superintendent at that 
time, now the State superintendent of public instruction, in a bulletin ' on 
teachers' cottages. The main points in the story ai-e as follows : 

A teacher, humiliated, discouraged, and grieved, came to the county superin- 
tendent of Walla Walla County in that year (1905), on the Saturday night 
before her school was to open. She said no one in the neighborhood where she 
was to teach wanted to board her. The district was one of the wealthiest in 
the county ; there were many good, comfortable homes with spare bedrooms. 
The family that usually boarded the teacher had moved to town, so that their 
children might attend higli- school. No door was open to the teacher. 

In a farmyard across the road from the schoolhouse was a portable cookhouse 
or wagon. It was used during the harvest to accommodate the threshing crew. 
The teacher requested the use of this cookhouse, and asked that it be placed in 
the school yard, where she would live in it. The roof was of canvas, the 
door and upper half of the walls were of screen, and the screen covered with 
canvas. The walls w^ere covered with boards. The first rain proved very dis- 
astrous for the teacher, but she purchased some waterproof roofing, which 
solved the roof problem. Still the rain would persist in coming through the 
cracks in the sides. During the summer the district built on the school ground 
a comfortable and permanent cottage. It was ready for use by the new teacher 
and her mother in September, 1905. This teacher remained in the district for 
three years, which was a long time for a teacher in a rural school to remain. 

The home in this district, which at first was considered a " fad," was such a 
success that public sentiment changed greatly in favor of it. The school districts 
in the adjoining counties followed the good example, and the movement has 
grown until to-day not more than two or three counties in the State of Wash- 
ington kre without at least one home for the teachers. 

The first attempt to provide living quarters for the teachers in Minnesota 
was made in St. Louis County in 1909. In that year a small room in each 
of two of the one-room buildings near Enibrass was partitioned off to be used 
as a home for the teacher. 

According to a recent reix)rt from the county superintendent of St. Louis 
County, 9 schools in the organized districts and 35 schools in the unorganized 
county districts had living quarters in connection with their schools. The 
following extracts are taken from this report : 

The first building with teachers' living quarters in connection w^as built in 
1913 in the unorganized district of St. Louis County, a rural school district 
covering approximately 3,400 square miles and administered by the county 
board of education. This was County School No. 40, a two-room building 
located about 11 miles south of Tower. Tlie teachers' living apartments in 
this school consist of a kitchen, pantry, living room, bedroom, and closet. The 
rooms are completely furnished for housekeeping, with an equipment which 
costs about $500. During the years 1913 to 1915 the living quarters were 
generally built separately from the main school building. Since 1915 a new 
plan has been been in use in which the living quarters are built on the second 
floor. 

» Bulletin 34, 1919. Tbe Wider Use of the School Plaut. 



4 THE DISTRICT OWNED TEACHER 's HOME. 

That the question of providing comfortable living conditions for the teachers 
is a vital one is shown by letters and reports received from county superin- 
tendents, city superintendents, and school officials from almost every State. 

The idea of a district-ov^ned teachers' home is developing slowly in some 
States because of a thickly settled population where the teachers can, with 
very little trouble, still secure good board and rooms at reasonable rates. 

This is by no means the general condition, for in many cities and small 
towns teachers' clubs are proving a benefit not only in reducing the monthly 
cost of room and board, but in providing more comfortable, convenient, and 
homelike conditions for the teachers at the usual living rates or even lower. 

Stock companies and clubs have considered it so good an investment that 
several homes have been built by them, the rentals paying not only the interest 
on the investment but providing a sinking fund that will give the home to the 
district in 5 or 10 years free from debt. 

NTTMBER OF TEACHERs' HOMES. 

Questionnaires were sent to 2,485 of the 2,874 counties. These questionnaires 
were addressed to the county school superintendent or to some one in the 
county who could give the desired information. Teachers' homes were re- 
ported in 807 counties. In these counties, 2,400 teachers' homes are buildings 
separate and apart from the school and owned by the school district, 57 
donated, 170 rented, and 189 are rooms in the same building as the school, a 
total , of 2,816. As 568 county superintendents failed to report, the actual 
number of cottages is easily in excess of 3,000. The States of Indiana, New 
Jersey, Vermont, and Rhode Island report no teachers' homes. 

Approximately three-fourths of all the homes reported are found in 10 
States: Texas, Oklahoma, California, Colorado, Mississippi, Washington, Idaho, 
North Dakota, Louisiana, and Montana. This seems to indicate that in the 
Western States and Southern States the idea is received with more favor and 
has grown more rapidly than in the Eastern States, due possibly to the greater 
number of sparsely settled communities in the West and increase of farm 
tenantry in the South. Reports of poor living conditions for teachers in the 
small New England towns and in the Eastern States might justly lead to 
the conclusion that teachers' homes may prove a benefit even to their well- 
established school systems. 



Chapter II. 
ADVANTAGES AND DISADVANTAGES. 

In any attempt to analyze the perplexing problem of providing comfortable 
living conditions for the teachers, disadvantages as well as advantages must 
be considered. 

The following report from the county superintendent of St. Louis County, 
Minn., gives some of the advantages : 

It is not difficult to secure the services of competent teachers for such 
schools as have been supplied with teachers' homes, and when good teachers 
have been hired for these schools there seems to be less difficulty in retaining 
them for a greater number of years than they would be willing to stay in 
schools where teachers' homes have not been provided. The teachers who 
live at these homes are able to do better work ; they live at a lower cost ; 
they are happier; they have a place in which to prepare their work undis- 
turbed ; they are free from liability to entanglement in neighborhood differ- 
ences ; they are not so apt to make enemies during the school year because 



THE DISTRICT OWNED TEACHER S HOME. 5 

of a change of boarding places ; they have a place in which to entertain patrons 
of the school, who as a rule are inclined to call on the teachers more often 
than where they are expected to go to the homes of their neighbors in order 
to do so ; they go home less frequently on Friday evenings ; in fact they live 
at home, feel at home, act at home, and are at home at the school. There- 
fore, teachers of superior ability are attracted to schools of this chai"acter. 

At one-room schools, where we have furnished living quarters, there have 
usually been young women who have a sister, brother, or Avidowed mother 
who is willing to go to the school to live with them, and we are able to fill 
many more such schools than we have. No two-room school building in St. 
Louis County is considered complete unless a teachers' home is built in con- 
nection therewith. 

In communities where teachers' homes are not provided, increases in sal- 
aries have not helped the teacher very much, as the increase has served only 
as a signal to the hoarding house people to raise the board and room to such 
an extent that frequently the raise in l>oard and room was equal to the in- 
crease in salary given to the teacher. We, therefore, think that, in order to 
control a situation of tliat kind, a home should be provided for the teacher 
in which she can live in accordance with her own desires. 

During our trials with Spanish influenza or other contagious diseases, it 
became necessary to close the school for the reason that some one in the home 
where the teacher boarded would be afflicted with the disease. 

We have found that many of the trying cases of discipline of the rural 
schools originate at the place where the teacher boards. Through long years 
of experience it has been found that considerably more than one-half of these 
difliculties come from that particular place. Teachers must always be on their 
guard when at their boarding places, if they would avoid many of the difficul- 
ties which would likely come from that source. At the teachers' home she 
may live as she desires ; in other words, she may be at home. If she desires 
to rise a little later on Saturday morning than she has during the week, there 
is no one to question the propriety of her action. If she wishes to stay up 
a little later at night than some farm wives deem advisable, there is no one 
to complain. If she wishes something different for dinner than she has had the 
evening before, she has to consult no one other than the person with whom 
she is teaching. We can not afford to overlook the important fact that, in 
order to secure the best services, the employees must have such living condi- 
tions as will enable them to be happy in their work. The employee who is not 
happy is never at his best in his work, and we nnist learn not to expect too 
much from him from the standpoint of service. In our estimation the teachers' 
home has done more to help solve the difficult problems confronting many 
school employees than any one thing that has been done in a number of years. 

A majority of the county superintendents' reports contain opinions of a simi- 
lar nature, describing the advantages of having a teachers' home. Without the 
teachers' home in certain districts it would be impossible to have schools, as 
thei'^ is no place for the teacher to secure board or rooms in private homes. 

Five county superintendents made the general statement that the teachers' 
homes increased school efficiency from 20 to 25 per cent. One county super- 
intendent reports seven cottages in use, and, with one exception, teachers who 
occupied these homes remained from three to four years. Another reports a 
good teacher was retained for 10 years because a teachers' home was available. 
The county school superintendent of Nueces County, Tex., sent to 100 county 
school superintendents of that State the following question : " Do you believe 
comfortable homes would add to the permanency of efficient teachers?" 
Eighty-seven answered " Yes." - 

As this is the first year the teachers' home has been in existence in many 
districts, no report from these districts could be given of the advantages or 
disadvantages of having a home. It was interesting to observe, however, that 
most of the county superintendents maintained a very hopeful attitude. 

Approximately 10 per cent of the county school superintendents reported 
that the teachers' homes made little if any difference in the school conditions. 
100991°— 22 2 



6 THE DISTEICT OWNED TEACHER 's HOME. 

Briefly stated, and from data submitted by the county superintendents and 
those who have had the longest experience with teachers' homes, the following 
are the advantage* offered by the teachers' home : 

The teachers' home is an essential part of the school plant, providing good 
rooms and a place for board not easily obtainable in private homes. 

It attracts more married men and is an inducement for them to remain in 
the service. 

It gives teachers a freedom and an independence not possible in the usual 
boarding place. 

It retains the better teachers longer in the same district. 

It can be used as a community center, and can serve as a laboratory for the 
class in domestic science and household arts. 

The disadvantages are as follows: (1) Lack of school funds. (2) Teachers 
do not wish to live alone. (3) Teachers do not always dwell together in 
harmony. 

A teacher states another disadvantage as follows : " I desire to see new faces 
when I leave the schoolroom. I wish I could lock the schoolhouse door on 
everything that looks like education when my day's work is done." 



Chapter III. 

STATE LAWS RELATING TO TEACHERS' HOMES. 

State school laws that specifically mention and permit under certain condi- 
tions the school authorities to build, own, and control teachers' homes are in 
operation in 15 States : 



Arizona. 


Michigan. 


New Hampshire. 


South Dakota. 


Arkansas. 


Minnesota. 


North Carolina. 


Washington. 


Connecticut. 


Mississippi. 


North Daliota. 


Wisconsin. 


Iowa. 


Montana. 


Pennsylvania. 





Arizona. — " The board of trustees of any school district may * * * when- 
ever in their judgment it is advisable, and must, upon petition of 15 per cent of 
the school electors, as shown by the poll list at the last preceding annual school 
election, residing in the district, call an election for the following purposes : 
* * * 

" To decide whether the bonds of the district shall be issued and sold for the 
purpose of raising money for purchasing or leasing school lots, for building 
schoolhouses, teachers' residences or teacherages, and supplying same with 
furniture and apparatus, and improving grounds, or for the purpose of liqui- 
dating anv indebtedness already incurred, for such purposes." — Sclwol Laws, 
1919, PI). 2736-Jip.39. 

Arkansas. — " Said boards (directors of school districts) are empowered to 
buy, lease, or build teacherages or homes and to select suitable sites for same 
for the use of the teachers in the regular employ of the district in such a way 
and under such regulations as they may deem proper, and to pay for all such 
property or services out of any funds that may accrue to the district." — School 
Laws, Act 3.1,3, March 22, 1919. 

Connecticut. — " Any town or school district may appropriate such sum as 
may be necessary to construct, lease, and maintain a home for teachers while 
employed by such town or school district." — PuMic Acts, ch. Ill, April 19, 
1911. 

lotva — " It shall be the duty of the school board of any consolidated inde- 
pendent district to provide a suitable school building within such district, and 
shall at any regular meeting or at any special meeting called for that purpose 
submit the question of levying a tax for the building of a suitable building for 
the needs of the district or for the building of a superintendent's and teachers' 
house, or for the repairing of any school building where the cost of stich repairs 
exceeds the sum of $2,000 to the qualified voters of said district, and all moneys 



THE DISTRICT OWNED TEACHER 's HOME. 7 

received from such source to be placed iu the schoolhouse fund of said cor- 
poration and to be used for such purposes only." — School Laws, 1919, p. 52. 

Michigan. — "Any school district is authorized to vote a tax or issue bonds 
for the purpose of building and furnishing a house for the teachers employed 
in the district, and for the purpose of buying a site for such house. The bonds 
issued for such purpose shall be for such period and for such amount with 
interest not to exceed 6 per cent per annum as the legal school electors shall 
determine at any annual or special meeting of the district." — School Laws, Act 
16, 1921. 

Minnesota. — "For the purpose of promoting a better condition in rural schools, 
and to encourage industrial training, including the elements of agriculture, 
manual training, and home economics, the board in a consolidated school dis- 
trict is authorized to establish schools of two or more departments * * * 
locate and acquire sites of not less than 2 acres, and erect suitable and neces- 
sary buildings thereon, including a suitable dwelling for teachers when money 
therefor has been voted by the district." — School Laws, chap. 238, see. 8, 1915. 

Mississippi. — "On a petition of a majority of the qualified electors of a con- 
solidated school district containing not less than 10 square miles, and on ap- 
proval of the county school board, the board of supervisors shall in the same 
manner as provided for separate school districts annually levy a tax on the 
property of said district sufficient to pay for fuel, transportation wagons, and 
other incidental expenses, erect and repair school buildings and teachers' homes 
for the district." — School Laws, chap. ISO, sec. 3, amended Feb. 26, 1920. 

Montana. — " The board of school trustees of any school district within this 
State is hereby vested with the power and authority to issue and negotiate on 
the credit of the school district coupon bonds for any one or more of the follow- 
ing purposes * * * (d) for the pui-pose of constructing or acquiring by 
purchase a tcacherage in said district and purchasing land necessary for the 
same.''— School Laws, 1919, p. 137, sec. 2015 

New Hampshire. — " School districts may raise money to procure land for 
schoolhouse lots and for the enlargement of existing lots ; to build, purchase, 
rent, repair, or remove schoolhouses and outbuildings and buildings to be used 
for occupancy by the teachers in the employ of such school district." — School 
Laws, 1915, chap. 12, sec. 3. 

North Carolina.— The building fund shall include the amount necessary for 
repairs, erecting new buildings, such as school buildings, dormitories, and 
teacherages, additions to building sites, interest on borrowed money, repay- 
ment of loans to State loan fund, and all other equipment necessary in operat- 
ing the six months' school." — Act of General Assemhly, March 7, 1921, sec. 3. 

North Dakota. — "The school board in any district where two or more schools 
have consolidated is hereby empowered to build and equip a dwelling for the 
use of teachers in such district, the same to be known as a teacherage, and pro- 
vided that when petitioned by a majority of the voters of the district asking 
for the erection of such teacherage it shall be the duty of the school board to 
provide such teacherage without unnecessary delay." — School Laws of 1917, 
chap. 215. 

Pennsyli'ania. — "This act authorizes the purchase and erection of residences 
for principals, teachers, or janitors by school districts of the fourth class. Said 
purchases are subject to the approval of the State board of education in manner 
and form to be prescribed by the State board, and money may be borrowed for 
the purchase and erection of such buildings in. the same manner as for any 
other school building."^ — Arf. 11, Act 291, session 1921. 

South Dakota. — "Powers common to all school boards * * * (4) To erect 
suitable cottages or dwellings for teachers' homes." — Sec. 75^6. 

"Boards of education of independent school districts are authorized and em- 
powered to issue negotiable bonds in the manner hereinafter provided for the 
following pui'poses * * * : 

" (3) To raise money for the purpose of a site or sites and the erection of suit- 
able buildings for school purposes, and suitable cottages or dwellings for 
teachers' homes." — See. 7602. 

State aid.—" To any such school district which shall erect a suitable cottage 
as a teachers' home according to plans and specifications approved by the 
superintendent of public instruction, the sum of .$500, upon completion of the 
building." — Session Laws, 1921. chap. 205. 

Washington. — "That school boards in each district of the second class and 
third class may provide for the free, comfortable, and convenient use of the 



8 THE DISTRICT OWNED TEACHER 'S HOME. 

school propeivy to promo*-e and facilitate frequent meetings and association of 
the people in discussion, study, improvement, recreation, and other com- 
munity purposes, and may acquire, assemble, and house material for the dis- 
semination of information of use and interest to the farm, the home, and the 
community, and facilitates for experiment and study, especially in matters per- 
taining to the growing of crops, the improvement and handling of live stock, the 
marketing of farm products, the planning and construction of farm buildings, 
the subject of household economics, home industries, good roads, and com- 
munity vocations and industries ; and may call meetings for the consideration 
and discussion of any such matters, employ a special supervisor or leader, if 
need be, and provide siiitabJe dwellings and accommodations for teachers, 
supervisors, and necessary assistants." — School Laics. 1911, see. 5.55. p. 172. 

Wiscmisin. — ■" The board of education of any city, excepting cities of the 
first class, is hereby vested with the same authority with reference to sites and 
buildings for teacherages that said board possesses with reference to school 
sites and school buildings." 

"Any action heretofore taken by a city board of education or a city council 
in the matter of purchasing or leasing a site for a teacherage, or building, or 
hiring, or purchasing a teacherage and keeping the same in repair and furnish- 
ing the same with the necessary fuel and appendages, is hereby validated." — 
Session Laics, approved May 9, 1921; Ch. 220. 

In the State of New York there are few teachers' homes. The school boards 
which control these houses evidently act under authority granted to them by 
subdivision.!, section 467, of the Education Law. 

"A majority of the voters of any school district present at any annual or 
special district meeting, duly convened, may authorize such acts and vote such 
taxes as they shall deem expedient for making additions, alterations, repairs, 
or improvements, to the sites or buildings belonging to the district, or for the 
purchase of other sites of buildings, or for a change of sites, or for the- 
purchase of land and buildings for agricultural, athletic, playground, or social 
center purposes, or for the erection of new buildings, or for buying apparatus, 
implements, or fixtures, or for paying the wages of teachers, and the necessary 
expenses of the school, or for such other pu7-poses relating to the support and 
loelfare of the school as they may, by resolution, approve." 

A similar clause permitting school boards or trustees to act for the welfare 
of the schools is found in the school laws of a majority of the States. The 
following States seem to apply this general welfare clause in the building, 
owning, and controlling of homes for the teachers : 



Alabama. 


Kansas. 


Nebraska. 


Tennessee. 


Colorado. 


Kentucky. 


Nevada. 


Texas. 


Delaware. 


Louisiana. 


New Mexico. 


Utah. 


Florida. 


Maine. 


Ohio. 


Vermont. 


Georgia. 


Maryland. 


Oklahoma. 


Virginia. 


Idaho. 


Massachusetts. 


Rhode Island. 


Wyoming. 


Illinois. 


Missouri. 


South Carolina. 





In the States of California, Oregon, and West VirgiMfl, the attorney general's 
office has ruled adversely to the use of public school funds for the purpose of 
building or purchasing homes for the teachers. 

In Indiana and Netv Jersey the laws do not permit the building of teacher- 
ages, and attempts to pass bills during the last sessions of the legislatures 
were failures. In California the State legislature of 1921 passed a bill granting 
authority to school trustees to provide for teachers' cottages, but this bill was 
vetoed by the governor. 

A majority of the State superintendents favor giving school trustees the 
power to provide homes for the teachers, even if but few districts would ever 
avail themselves of the privilege. One superintendent remarks, " Our school 
law is very indefinite. It is very probable that it would permit school boards to 
build teachers' homes, but unfortunately our finances do not." This seems to 
be the greatest difficulty. 



THE DISTRICT OWNED TEACHER'S HOME. 9 

Chapter IV. 

TEACHERS' HOMES AND THEIR EQUIPMENT. 

The following suggestions apply to the consti'uction of almost every home 
for the teacher : 

1. It should be beautiful and, as far as possible, should harmonize with the 
general architectural treatment of the school liuilding, if the latter is a modern 
. type. An architect should be employed and tlie beautificatiou of the useful be 
insisted on. 




r"'LOOR. Plan - Bracewell Teacmerag;^& 

•• Weld County- Colorapo « 



2. It should include a living room, a bathroom, a kitchen, a dining room, and 
a sleeping porch. The number of bedrooms will probably not exceed two, and 
these should connect with the sleeping porch. The plans for the kitchen should 
receive a great deal of care, especially with reference to modern conveniences. 

3. The sleeping porches should be models for the neighborhood. They should 
be carefully screened against flies and mosquitoes and should open from small 
dressing rooms, capable of being used as bedrooms when necessary.^ 



1 Bui. No. 12, 1914, U. S. Bur. of Educ. 



10 



THE DISTEICT OWNED TEACHER 's HOME.' 



During vacation if the weeds are removed occasionally the lot will present 
a more pleasing appearance to the passers-by. Ample protection should be 
given to the windows, and if necessary, storm doors provided. In the large 
consolidated districts the two-story building seems to be preferred to the 
one-story type. In these buildings usually sleeping porches and bedrooms are 



28-6" 



18-6" 




m^yy/y^i 



Porch 

6^0"XI0-0 



^//A'///,^///// 



n=^ 



M M 



* F*i(VT rLooR. Plan 

-» TEACHErf^G^E IN MoNTANA - 



in the second story ; the lower story is provided with a convenient reception 
room large enough to accommodate the patrons of the district should the teach- 
ers desire, and they usually do, to hold a reception for them. 

The plans presented in this bulletin with one exception are those of homes 
actually in use. Teachers' homes should not be too small for the convenience 
of the teacher. The living room should never be less than 12 by 16 feet, the 
kitchen 8 by 12 feet or larger. The plan of the teachers' home at Nicollet, 
Minn., is a combination of two separate homes under one roof, one for the 



THE DISTRICT OWNED TEACHER 's HOME. 



11 



superintendent and his family, the otlier for the teachers. The plan follows 
closely the general plan of homes in districts employing two teachers. 

Teachers in Arizona and southern California find tent homes convenient and 
fairly satisfactory. 




DiNmGv.'^'*° Living^ Room 

16^6 "X!©^ 10" 




Porch 
5K?-X10' 




i 



J 



Bed J^om 



Plan °'^ '^ Teacheraqe ^°'' Two Teacher^. 



Three log homes, one in each of the States of Idaho, Montana, and Wyoming, 
offered shelter to three teachers. One of them cheerfully remarked, "After all, 
there is no place like home." 

ABANDONED SCHOOL BUILDINGS AS TEACHERS' HOMES. 

The old abandoned school buildings are frequently disposed of by advertis- 
ing them for sale to the highest bidder ; this bid not only includes the purchase 



12 



THE DISTEICT OWNED TEACHER 's HOME. 



of the school building but its removal from the school grounds. ■ When the 
cost of schoolhouse construction is as high as it is at present, school trustees 
should consider the economy of using these old buildings as teachers' homes. 
One district expended $500 in moving and converting an old schoolhouse into a 
dwelling for the teachers. They charged the teachers a nominal monthly 
rental, which during a period of three years entirely reimbursed the district 




IDEAL RURAL SCHOOL GROtlNDS 



us. Bureau of Education 



Ground plan of an ideal rural community school, prepared in miniature by the Bureau 
of Education for the Panama-Pacific Exposition. Provision is made for housing the 
teacher and in other ways making the school a real farmers' school. 

for cost of the removal, reconstruction, and repairs. Tlie same teachers in this 
district remained during the three years. This, the report states, was the 
greatest benefit derived. In the consolidated districts old school buildings have 
been combined to make one building to be used as a teachers' home. In one 
district, where the abandoned school building was quite large, it was recon- 
structed to serve a triple purpose: The rooms above as a dormitory for the 
teachers, while the lower floor was converted into two rooms — one room for 
the teaching of domestic science, the other for manual training. 



POSITION OF HOME ON SCHOOL GROUNDS. 

Teachers' homes are too often placed upon the school grounds, where they 
occupy space that should be used for the playground, school garden, or school 



THE DISTRICT OWNED TEACHER 's HOME. 13 

yard. The home should be in such a position that every protection can be 
afforded it from the children at their play and where its privacy will be secured, 
especially if it is to be occupied by the family of the principal or teacher. It 
should never be placed too near the school building, nor in front of it. The 
most convenient position is generally in the rear, to the right, or to the left of 
the school plat, provided convenient access or outlet is available to a main 
street or road. This position of the home should not interfere with the play- 
ground or school garden, which very properly belongs to the school children. 
A garden separate and apart from the regular school garden should be provided 
for the home, and sufficient space allowed for a yard 'about the home. A 
suggested position and plan is given in the plat of 10 acres shown in this bulletin. 
This plan can easily be modified to suit the contour of the land, roads, or streets 
that border on the school plat. A minimum area of at least 5 acres is suggested 
for small districts where a home is to be built, and for the consolidated district 
10 acres. 

BUILDINGS OWNED OR RENTED BY THE DISTRICT. 

Approximately 6 per cent of the teachers' homes reported are rented by 
the district. The most satisfactory plan is for the district to own the home. 
It is then completely under its control and may be improved or changed to 
suit conditions. A most unsatisfactory arrangement was reported in those 
districts where, in order to secure a teacher, it was necessary to build a room 
and attach it to a private home. This has resulted in litigation and much 
trouble. Another unsatisfactory plan was to build a home on private grounds 
either leased or rented in order to be near the home of one of the patrons 
of the district. Rooms built on to the main school and used as a teacher's 
home are seldom considered satisfactory. 

EQUIPMENT. 

Reports from counties show quite a variation in the equipment provided for 
the cottages. Some have no equipment except a stove, while others are equipped 
with every modern convenience. Those that are reported most satisfactory 
contain equipment furnished by the district, except bed linen and towels. 
Fuel, light, and frequently a telephone in the more modern cottages are pro- 
vided at cost or free by the district. Complaints were made that teachers 
were sometimes careless and did not properly protect and care for the equip- 
ment. In a few instances the patrons of the district complained that this 
carelessness on the part of the teachers made it necessary to purchase almost 
a new equipment annually. As a general rule, however, teachers were careful 
with the school property found in the home, and left it in as good or even 
better condition, except for the ordinary wear and tear, as it was when they 
first entered the home. School improvement, parent-teacher, and similar asso- 
ciations have rendered most valuable service to the districts by providing 
equipment for these homes. They have usually secured equipment that was 
good and substantial and have taken care of the furniture during the time 
when the home was not occupied. 

Chapter V. 
DIFFERENT PLANS AND THEIR OPERATION. 

Two very complete descriptions of the cooperative or club plan were re- 
ceived, one from the Handley schools, Winchester, Va., the other from Dela- 
ware City, Del. They are given in order. 



14 



THE DISTEICT OWNED TEACHER 's HOME. 



HANDLEY SCHOOLS, WINCHESTER, VA. 

Last year on account of the scarcity of suitable boarding houses in which 
the teachers of the Handley schools could secure accommodations, the city 
school board of the Handley Foundation decided to rent a furnished dwelling 
and establish a home, or club, for their teachers. 

The only available building was a house which accommodated 12 roomers 
;ind about 21 table boarders. The club is conducted in just the same manner 
as a well-regulated private residence, the entire supervision and management 
being under the direction of the manager. The teachers boarding and rooming 
in the club pay the entire expense of its maintenance and operation, the 
school board being at no expense whatever. On account of the smallness of 
the house and inefficient heating plant, the overhead expenses are very much 
heavier than if we had a larger and more suitable building; notwithstanding 
this fact, the operation for the last nine months has demonstrated that the 
teachers can be housed and boarded at a cost less than they could obtain 
accommodations at other boarding houses, and at the same time they have the 
advantages of the home as though they were one large family. 

In order that you may know just how the club is operated, I am attaching^ 
a copy of my expense statement for the month of March, which is a little 
higher than the average. The average for board has been between $25 and $27 
a month, and board and room together between $38 and $40 a month. 

From this statement you will observe that the school board purchased 
certain equipment 'for the club which is being refunded at the rate of 5 per 
cent a month until this permanent equipment is paid in full. 

From my observation, I think the teachers in the club are pleased with the 
arrangement and they realize that they are afforded privileges they would 
not have at a private or public boarding house. It is hoped that we can 
secure a larger and more suitable building for the coming year, in which case 
we will be able to reduce the overhead expense very materially, as the present 
force can take care of more people. 

I buy all the supplies and everything needed in connection with the club to 
the very best advantage possible, and it is generally conceded that the table is 
as good, or better, than can be secured at the average boarding house. In case 
of a temporary vacancy at a table, a guest is invited to dine with us ; as vacan- 
cies occur quite frequently, the girls have the opportunity of meeting the people 
of the town, and also, of entertaining their friends. They also understand that 
at any time one, more than one, or all of them desire to entertain — at a tea, 
party, dance, etc.^they have the privilege of using the house as though it were 
their own, and the assistance of the manager in any way possible, the expense, 
of course, being borne individually. In other words, M'e are one big family^ 
and I believe the girls feel that the club is as nearly a home as it is possible 
for a substitute to be. The teachers this year are all attractive young girls, 
and we have spent a very pleasant winter. 

Report of Lillie B. Maphi», Manager, Teachers' Club, Month of March, 1921. 



Items of expense. 


Expense of 
board. 


Expense of 
rooms. 


Manager's salary 


$37.50 

48.00 

14.50 

9.50 

7.50 

37.50 

31.44 

3.88 

1.00 

372. 70 

7.98 


$37.50 


Cook 




First maid 


14.50 


Second maid 


9 50 


Furnace man 


7.50 


Rent 


37.50 


Fuel 


31 44 


Light 


3.88 


Telephone 


1 Oft 


Food 




Depreciation, 5 per cent on $319.39 


7 9S 






Total 


571. .50 
4.50 


150 80 


Less board for guest, 5 days at 30 cents a meal. . 








Average for each boarder or roomer 


567. 00 
1 28. 35 


150.80 
2 13. 70 







Twenty boarders. 



2 Eleven roomers. 



THE DISTRICT OWNED TEACHER 's HOME. 15 

BEPORT FROM DELAWARE CITY, DEL. 

This is the first time tliat this plan has been tried in Delaware City, and I 
believe it is the first of its kind in the State. The house, with modern 
conveniences, was rented by the local school board, together with the countj' 
superintendent, for the teachers, but the teachers bear all expenses. We have 
found that it is a much more satisfactory way of living than boarding at dif- 
ferent homes in the town. 

There are nine teachers in the school, and eight of them live in the home. 
The other one had made her plans before she knew about the teacherage plan. 
On an average it does not cost us more than $25 a month to live. As an example 
of our expenses, I am quoting this past month's (March, 1921) fignires : 

Rent $50. 00 

Coal 16.00 

Electric light 5.00 

Milk 7. 40 

Table board 92.00 

Cook's wages 36. 00 

Total expenses , 206. 40 

Monthly expense per capita 25.80 

We are delighted >,-ith the plan. 

The success or failure of the club or cooperative plan, as in any business or- 
ganization, depends almost entirely upon its proper management and the ability 
to secure and retain the services of a good matron, housekeeper, and cook. In 
large districts the cooperative club plan is growing in favor. It is less ex- 
pensive to the teachers and gives them more independence. 

teachers' HOMES AND THE CONSOLIDATED SCHOOL. 

The inestimable value of teachers' homes in the consolidated districts was 
recognized by every county superintendent. Without a teachers' home, the 
consolidation does not seem to be complete. 

Ten reports were received from consolidated districts, six from one State. 
The report from Alberta, Minn., is submitted, as it is called the " pioneer " 
teachers' home in that State. 

We have had but little trouble to get good teachers. 

Furthermore, our teachers get along very well together. In their apartment 
they conduct a club, managed by the high-school principal, an experienced busi- 
ness woman. She keeps books and is general manager. They employ a house- 
keeper to do all the work, including preparing meals, serving, washing, etc. 

The teachers' apartment is completely furnished and ready to move into. 
It has every modern convenience, including electric light, hot water heating, 
hard and soft water, hot and cold water, laundry, bath and toilet, kitchen, 
dining room, study and bed rooms, linen closet, telephone, piano, etc. 

The first floor, on which the principal and his family live, is not furnished, 
but is a full city duplex apartment, as is the second floor. In the basement is 
housed the home training department, including cooking, laboratory, practice 
dining room, toilet room, laundry, and storeroom. It is furnished with Blau 
gas heating and electric light, completely furnished. It is only 75 feet from 
the school building. It has proved now for four years a social center for 
various activities. 

In the way of financing it is perhaps interesting that the rents from the two 
apartments are placed in a sinking fund, planned to amortize the debt in 10 
years, the time of the bonds. It is therefore a self-paying and supporting busi- 
ness proposition, and costs the taxpayers nothing. Of course, our receiving 
half of the cost from the Rockfeller Foundation reduces the annuity of the 
fund. 

The total cost of living for each teacher in the club averaged these four 
years from $20 to $35 per month. Last year it averaged $32.43 per month, 
and this year about $34 per month. However, we do not find it necessary to 



16 THE DISTRICT OWNED TEACHER 's HOME. 

pay our teachers a higher salary than other schools which do not furnish a 
modern home to their teachers. 

If we had not had tliis home for our teachers we would not have had college 
and normal graduates of long experience to teach our country childr^i these 
years, but would have been glad if we could have normal training department 
girls to teach our children. It has given us what it was built for — a good school 
for counti"y boys and girls by securing the best of teachers. 

A letter written by a teacher who lived in one of the teachers' homes in 
Minnesota, and the only one received, is given in full. The data are for the 
school year 1920-21. 

I have taught a number of years, and this is the first time I have ever 
stayed in a home. The living conditions are the best that I have ever had at 
any place. Were it not for the home, none of us would be here. 

The home is entirely modern and fully furnished in every detail. We tried 
to do our own work for a time, but it was too much of a strain with our school 
work too. We secured a matron and find it much better, though we still look 
after the buying and planning of the meals. 

There are eight teachers here. We appointed one to look after the paying 
of the bills and the ordering. Anyone can suggest meals and can help buy. 
Our bills are about $20 a school month apiece. We consider this very reason- 
able, though, as we live very well. 

Supt. J. P. Vaughan, of the Chisholm Schools, Minn., summarized the ad- 
vantages as follows : 

1. Assurance of a place to live at a minimum of cost and maximum of com- 
fort. 

2. A comfortable, cheerful home, with good, wholesome food. 

3. Independence, with no feeling of intrusion. 

4. Congenial surroundings, good fellowship, a friendly bond of common 
interest uniting all into one big family in work and social life. 

5. Privacy witliout loneliness. 

6. A social center of unlimited possibilities. 

7. Necessities and privileges provided economically, without friction between 
landlady and roomer, e. g., hot water, laundering, pressing, sufficient heat and 
light, entertaining guests without intruding on the privacy of the home, with 
proper places for entertaining. 

Two disadvantages are noted — the first exclusively by teachers new in 
■Chisholm this year — a lack of contact with the community; the second, the 
danger that interests within the club may be too absorbing, and that outside 
interests may suffer. 

His conclusion is: 

Contrary to what seems to be the general belief, I feel that a relatively 
large number of teachers associated together have more opportunity for 
isolation, and for the selection of congenial companions, than a very small 
number restricted in selection and in space. 

Other reports were very incomplete, except one from the Sargent Consolidated 
School in Colorado,- which is submitted: 

One of these cottages is built for the superintendent and his family ; the 
other, an 11-room cottage, for the teachers. These cottages cost $12,000 and 
are modern in every respect. The heat, light, and rent of the cottage are 
absolutely free to the teacher and superintendent. The county superintendent 
reports that the teachers hired a woman to serve meals and have general 
charge of the home. She also acts as chaperon. They pay her $75 a month. 
She buys supplies, etc., and at the end of each month she, with, a committee 
of teachers, figures cost and divides it among the teachers. During the year 
1918-19 the average cost per month was $16.78. In 1919-20 it was $23. In 
1920-21 to date it was $20. They think the average will not be over $20 per 
month this year. As school has not yet closed they can not be absolutely sure 
of this amount. The lady who has charge lives in the house during the sum- 
mer ; puts up fruit, etc., and in the fall the teachers pay for the same. It 
costs the teachers about $20 each per month for living expenses. This in- 
cludes the rent, grocery bill, and meat bill. It includes evervthing but their 
personal expenses. 



THE DISTEICT OWNED TEACHER 's HOME. 17 

Last year when cooking was taught, the home was used whenever a full 
meal was prepared. The home is completely furnished, and for that reason 
is far better for preparing a full dinner than a school dining room. This 
year sewing is taught to all the girls ; so the home is not used very much. 

If the teachers' home is to be a success, there must be present teachers with 
a cooperative spirit. They must have a liking for home work. They must 
either be willing to learn how to cook or know how. The restaurant teacher 
has no business to be in a place where there is a teachers' home. 

It might also be mentioned that there must be a few regulations in the 
home concerning the entertainment of the young men. During the school 
nights 10 o'clock is the time for leaving and on the other nights 11 o'clock is 
considered the proper hour. This rule was not arbitrarily laid down by the 
superintendent, but was agreed upon by the entire faculty. It works very 
well. 

THE MATRON. 

When a number of teachers occupy the home, and the care and responsibility 
become too great for any one of the teachers, it is necessary and more economi- 
cal to employ a matron, housekeeper, or cook to manage the home. All three 
may be employed, if the number of teachers justifies the expense. The matron, 
who is usually the purchasing agent and chaperon, should be selected because 
of her managerial ability, as upon her the success of the home largely depends. 

A SOCIAL CENTER FOR THE DISTRICT. 

The teachers' home should contain one room of sufficient size to be used as 
a reception room, a place where patrons can meet socially the teacher or 
teachers. When connecting rooms have folding doors as partitions, the com- 
bined rooms have usually been large enough to accommodate visitors for an 
evening's social. 

Social gatherings at the teachers' home usually result in a closer coopera- 
tion of teacher and parent, clear up misunderstandings, and give the teacher 
a chance to become interested in the district and be a member of the com- 
munity. In several of the larger teachers' homes social clubs have been 
instituted, and the membership has included the best citizens of the town 
or disti-ict. 

One patron remarked that he did not know how competent and well in- 
formed the teachers were until he encountered them in the library club of 
which he was a member and that met once each week in the teachers' home. 

From a county superintendent where 28 teachers' homes are in daily use the 
following report is interesting : 

Because of lack of leadership many communities struggle along without 
that social and spiritual comradeship that is so essential in the life of the 
individual as well as of the community. 

The best solution to these problems is to build homes for the teachers. 
The more homelike the place can be made, the surer you are of a satisfied 
teacher, of a teacher that will settle down and cooperate with the people in 
a neighborly spirit. Her interests can not help being linked up with that 
of the comnuinity when living there 9 or 10 months out of the year. She 
will have a splendid opportunity to show what she is capable of outside of 
the schoolroom. There will be dozens of opportunities to develop every talent 
she may possess, thus incidentally educating herself in doing something for 
others. A person who might be lost in a big city may become the leader and 
promoter of much good in a rural community, because there is so much to be 
done and so few to do it. In a city school the individual teacher is a cog in 
a wheel. In the country the efficient teacher is the engineer that runs the 
whole plant and incidentally grows by it. 

The district that is willing to provide its teacher with a home has the best 
chance to obtain teachers that are able and willing to do things and teachers 
that will remain till they see the fruits of their efforts. 



18 THE DISTKICT OWNED TEACHER 's HOME. 

Chapter VI. 

SUMMARY AND CONCLUSIONS. 

The data presented in this bulletin are taken from replies received from 
the following questionnaire: 

Is home owned or rented by school or district? [Indicate by O or R.] 

Cost of teachers' home, if owned by district? 

Number of teachers occupying home. 

Is home equipped with modern conveniences? Running water and bath? 
Electric light or gas? 

If home is rented by the district, what rent does the district pay per month? 

Do teachers pay rent for home owned by district? 

If home is owned by district, what amount of rent is paid each month by 
teachers for the entire building? 

Does the home attract better teachers? 

Are good teachers retained longer because of the home? 

A summary of the replies is as follows : 

Total number of questionnaires sent to county superintendents 2, 485 

Replies received from ttiose reporting homes 807 

Replies received from those reporting no homes 1, 110 

Number of county superintendents who did not reply 568 

Number of homes owned by the school district 2, 400 

Number of homes rented by the school district '^ ITO 

Number of school buildings with living rooms for teachers 189 

Number of homes donated 57 

Total number of homes 2,816 

CONDITION OF HOMES. 

Number of homes reported " modem " ^ 497 

Number of homes reported "not modem" 1,673 

Condition not reported 646 

RENTALS. 

Number of homes occupied by teachers rent free 2, 169 

Number of homes owned by district, rent paid by teachers 231 

The questionnaire was not sent to every county superintendent. The bureau 
was advised by State superintendents and guided by them in securing informa- 
tion from counties where homes were located. In States where this informa- 
tion was not obtainable, a canvass of that entire State was made. One hundred 
per cent replies to all requests were received from Arizona, Arkansas, Dela- 
ware, Kentucky, Michigan, Minnesota, Nebraska, Nevada, West Virginia, and 
Wyoming; and 90 per cent or over from Alabama, California, Colorado, Iowa, 
Kansas, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Oregon, 
South Dakota, and Utah. 

The cost of the house was in many cases given only approximately and 
varied from a $50 log cabin to a five-apartment building costing $50,000. 

Not all of the 2,400 district-owned homes were given to the teachers free 
from rent ; 231 were rented at an average monthly rental of from $5 to $10. 
In districts where no money was paid by the teacher the homes were usually 
considered an inducement for the teacher to accept a salary of from $5 to $25 
a month less than the customary salary paid. 

In no report from the district-owned homes did the amount paid by the 
teachers for rent, where rent was demanded, seem excessive. As low as $1.50 
a month was charged in mill villages for company-owned teachers' homes. 

1 Of the 170 homes rented by the school district, 88 are given to the teachers rent free. 

2 Having both running water and bath, electrict lights or gas. 



THE DISTEICT OWNED TEACHER 's HOME. 19 

The question. "Does the home attract better teachers?" brought from 2,000 
county superintendents the reply " Yes " ; 252 said " No " ; and 564 did not 
reply. Approximately 90 per cent consider them a help in securing better 
teachers. 

The next question submitted, " Are good teachers retained longer because of 
the homes?" was a more difficult one to answer. However, 1,979 replied in 
the affirmative, 280 said " No," and 557 gave no opinion. 

A majority of county and State superintendents of public instruction favor a 
teachers' home owned and controlled by the school authorities. Where county 
superintendents have been active in urging district trustees to provide living 
quarters for the teachers, we find the greatest number of teachers' homes. 

Among the different methods used to secure the homes are: First, for the 
county superintendent to present to the school directors the need for a teachers' 
home in their district, the advantages it would give in securing good teachers, 
in retaining their services longer, and the benefit to the school. 

This method is usually successful if sufficient funds are available and it is 
permissible to use them for this purpose. 

Second, when the financial condition of the district will not permit any in- 
creased expenditures, and the great need of a home is universally recognized, 
private enterprise has come to the rescue: A stock company has been formed, 
the house built, and the monthly rental charged not only paid the interest on 
the investment but by creating a sinking fund the building was paid for in a 
few years and became the property of the school district at practically no cost. 

Third, by securing the assistance of a good parent-teacher or similar organi- 
zation, and through it creating a public sentiment in favor of a teachers' home, 
sufficient donations have been secured from public-spirited persons to provide 
the much-needed home. 

The demand for teachers' homes is not confined entirely to schools in the 
sparsely settled rural districts. The town or small city has its problem of 
offering to the teacher board and room in good, convenient homes at reasonable 
rates. 

In constructing a teachers' home its u.se as a community center should be con- 
sidered. 

While primarily for the teachers' use, the community should have an interest 
in the building. It should serve as a connecting social link, a common meeting 
place of the patrons and the teachers. When teachers are comfortably located 
in a teachers' home, independent and free in their private life, they are not so 
anxious to change at the close of each school year. 

The worry and uncertainty of finding good rooming and boarding places are 
eliminated ; and they are enabled to take a greater interest in the home life of 
the district. Sometimes they are very active workers in the community, and 
by their strong and efficient leadership make community life more wholesome 
and more socially attractive. 

o 



BUREAU OF EDUCATION 



BULLETIN, 1922, NO. 16 PLATE 1 




.-1. SUPERINTENDENTS COTTAGE, SARGENT CONSOLIDATED SCHOOL, 
RIO GRANDE COUNTY, COLO. 

A 9-room modern cottage, furnished, heated, and lighted free to the superintendent. 




iJ. TEACHERAGE, SARGENT CONS_LIL Il^D SCHOOL, RIO GRANDE 
COUNTY, COLO. 

Modern in every respect, 11 rooms, heated and lighted. 



BUREAU OF EDUCATION 



BULLETIN, 1922, NO. 16 PLATE 2 




B. TEACHERS' HOME, POTLATCH SCHOOLS, IDAHO. 
Built by boys of manual training department 




C. A SCHOOL AND TEACHERS' HOME, SPOKANE COUNTY, WASH. 



BUREAU OF EDUCATION 



5ULLETIN, 1922, No. 15 PLATE 3 




A. ALBERTA CONSOLIDATED SCHOOL AND TEACHERS' HOME, ALBERTA, 

MINN. 




£. TEACHER'S ROOM, ALBERTA, MINN. 



y-^^TfTj, • < ♦ ♦ 



I n ■■ VII 



a V 




C. "FACULTY CLUB" McALLEN PUBLIC SCHOOLS, McALLEN, TEX. 



BUREAU OF EDUCATION 



5ULLETIN, 1922, NO. 16 PLATE 4 















~09^\<:'::X^MS. 




* 


. 






'%^^^^-" ^ Sf 


r- 




' ' i 






. " 







^. A school and teachers' home in Broadwater County, Mont. 





B. Log cabin home for a teacher. 



C Two old school buildings con- 
verted into a teachers' home in 
Clark County, S. Dak. 




D. A two- room school and teachers' 
home in Weld County, Colo. 



E. Teachers' home, Bolivar County, 
Miss. 



■>,. '.' 



LIBRARY OF CONGRESS 

020 975 897 



